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Henderson State University (Department of Nursing)




The Department of Nursing, through excellence in teaching, caring and concern for students, seeks to promote, preserve and improve the quality of life of the citizens of Arkansas and beyond, by educating and graduating competent professional nurses who are contributing members of the profession, society, their communities and families. The faculty welcome you to share in the educational experience. We are nurses with the "Henderson Heart"!

MISSION STATEMENT
The mission of the Henderson State University Department of Nursing is to provide both a liberal and professional education to produce competent and compassionate health care professionals. Graduates of this program will demonstrate a sense of self-efficacy to deliver quality healthcare to a diverse society across the life span through professional and volunteer outreach to individuals, families, and communities.

PHILOSOPHY
Humanity
Humanity is composed of individual, family and community systems. Human beings have gifts, limitations and imperfections. Their integrity is defined by the extent to which they develop a beneficent ethical core and require of themselves internal congruence with that core. Each person is a holistic integration of physical, psychological, spiritual and social dimension like other individuals, yet unique. As a complex system, the individual receives, integrates, responds and offers to others, physical, psychological, spiritual and social engagement in a specific environmental context. These interactions allow potential satisfaction of individual and universal human needs. Satisfaction of human need determines the capacity of human systems to respond, develop, change and grow throughout the life span.
Environment
Environment is internal and external and in a constant state of change. The internal environment of human systems is composed of dynamic psychological, physical, spiritual and social dimensions in progressive development. The external environment of human systems includes family and community. Environmental interactions can e supportive or threatening to human systems that seek equilibrium in conditions of constant change.
Health
Health is dynamic. Health fluctuates with the interaction between the environment and the physical, psychological, spiritual and social dimensions of human systems. Systems have the potential and capacity for optimum health. Environmental factors may facilitate or limit human systems' abilities to reach optimum health. Economic, ethical, legal, political social and spiritual factors in the environment influence the health of human systems. Each individual has the right to quality health care; however, environmental factors may limit access to resources.
Nursing
Nursing is a profession accountable to society. Nursing is a caring, human endeavor seeking to assist human systems in promoting, attaining and maintaining health. Professional nursing requires evidence-based practice. The nurse, grounded in natural and behavioral sciences, humanities, critical thinking and ethics, is responsible for personal and professional growth. Nurses are accountable to society for ethical, dignity affirming, competent care giving and health teaching. Professional nursing uses research to insure best practice outcomes. Nursing leadership, advocacy and multicultural competencies are requisites for professional practice.



School name:Henderson State UniversityDepartment of Nursing
Address:1100 Henderson Street - Box 7803
Zip & city:AR 71999-0001 Arkansas
Phone:(870) 230-5015
Web:http://www.hsu.edu/nursing/
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Department of Nursing Nursing School Location







Department of Nursing Courses


INTRODUCTION TO PROFESSIONAL NURSING
This course is designed to introduce beginning professional nursing students to concepts basic to the practice of professional nursing, and to provide a firm foundation for more advanced study. Content includes the history of nursing and nursing theories, professionalism, ethics, values, legal issues, and communication, and evidence-based practice. Emphasis is placed on the role of professional nurses as holistic caregivers and teachers, focusing on wellness of individuals across the life span. This course is offered both spring and fall and is open to freshmen students as well as non-nursing majors.

HEALTH ASSESSMENT
Theory content is designed to assist students in developing a systematic and thorough approach for assessing the health status of both individuals and population groups. Emphasis is placed on levels of wellness throughout growth and development. Students establish a database through physiological and social assessment of adults. Appropriate adaptations are made in the assessment of children and the elderly. Critical thinking and communication skills are used to recognize deviations and fluctuations in wellness levels; to identify appropriate therapeutic interventions; and to evaluate environmental contributions to wellness status. Students are encouraged to promote individual growth and to develop increased awareness of professional nursing roles. In the unlikely event that a student is not successful in either the classroom-based course or the corresponding clinical lab, both the classroom-based course and clinical lab must be repeated concurrently.

HEALTH ASSESSMENT LAB
Laboratory content includes demonstration, practice and mastery of proper and effective assessment and interview techniques. The student learns approaches to assessment that enhance accuracy and assessment documentation practices, congruent with nursing standards.

FOUNDATIONS OF PROFESSIONAL NURSING
Build on concepts introduced in Introduction to Professional Nursing. Concepts, theories and processes related to individual systems, response to basic needs (physiological, social and psychological), maturation, interaction with the environment and the nursing system's activities related to supporting individual and population efforts throughout the life span to achieve optimal wellness. Theory content emphasizes use of therapeutic interventions and communication techniques, principles of teaching, development of nursing care plans and relies on knowledge of natural and behavioral sciences, critical thinking skills and the humanities. This course provides novice nursing students the knowledge to provide basic care and therapeutic interventions for individual client systems. In the unlikely event that a student is not successful in either the classroom based course or the corresponding clinical lab, both the classroom based course and the clinical lab must be repeated concurrently.

FOUNDATIONS OF PROFESSIONAL NURSING CLINICAL LAB
This is the laboratory component of Foundations of Professional Nursing. Students demonstrate novice nursing skills related to basic care needs and therapeutic interventions in a variety of laboratory settings, under supervision of the clinical instructor.

PATHOPHYSIOLOGY
This course presents the pathophysiological processes of disease and disorders of human anatomical body systems throughout the lifespan. Theories of aging and cellular adaptations are also presented. Students will use critical thinking and communication skills to determine potential therapeutic interventions and ways to implement those interventions in novice nurse roles. Environmental impacts on wellness and disease process will be presented.

PHARMACOTHERAPEUTICS I
This course presents basic concepts and processes of patient responses to drug therapy across the lifespan. Critical thinking, communication, and the nursing process are used to understand patient responses to these drugs. Focus is placed on expected physiological responses to pharmacotherapeutic intervention, common drug interactions, adverse reactions, and the patient's needs for drug information.

NURSING RESEARCH
This course provides an introduction to research in nursing, nursing theorists, with a focus on evaluation of research reports. The student studies the research process to critique and apply research findings in professional nursing practice. Students use critical thinking to explore scientific methods of inquiry, research design and methodology, and ethical considerations in human subject investigation. Exploration of therapeutic interventions in the nursing research literature, for an evidence-based practice, will be included. Students examine the two major branches of statistics - descriptive statistics and inferential statistics. The emphasis will be on understanding their meaning for use in analyzing the results of research reported in research reports, not on computations. Previous coursework in the natural and behavioral sciences, the humanities, and nursing contribute to the foundation of knowledge for this course.

ADULT HEALTH NURSING I
The core of this course is the theoretical and empirical bases for evidence-based professional nursing practice with individuals and families with changing health patterns. Patient responses to alterations in body systems are the primary focus. Principles from pathophysiology, nutrition, mental health, health assessment and ethics of professional nursing are integrated with theoretical concepts using a nursing process approach. In the unlikely event the student is unsuccessful in either Adult Health Nursing I or Adult Health Nursing I Clinical Lab, both courses must be repeated concurrently.

ADULT HEALTH NURSING I CLINICAL LAB
This course provides the student the opportunity to apply the theoretical and empirical foundations from Adult Health Nursing I, in evidence-based professional nursing with patients in an acute adult health care setting. The student uses the nursing process to assist patients and their families with their responses to multiple, complex, changing health patterns. Students are expected to implement critical thinking and communication as they use cognitive, affective and psychomotor skills to assist patients. In the unlikely event the student is unsuccessful in either Adult Health Nursing I or Adult Health Nursing I Clinical Lab, both courses must be repeated concurrently.

PSYCHIATRIC AND MENTAL HEALTH NURSING I
This course describes characteristics of mental wellness. Concepts such as perception of reality, definition of coping and coping patterns with be addressed. The relationship of developmental tasks and the formulations of a personal value system will be explored. Characteristics of healthy interpersonal and intrapersonal relationships are described. Self-esteem development; separation and individuation patterns of dependency; independency and interdependency; development of boundaries and learned patterns of behavior from families of origin are described. The importance of self-awareness and personal growth for the health care practitioner is emphasized. Crisis theory is presented and different types of crisis situations are identified.

NURSING CARE OF WOMEN AND THE CHILDBEARING FAMILY
This course presents theoretical nursing concepts using the nursing process to prepare students to provide nursing care for the childbearing family and women across the life span as they interact with their internal and external environments. Family needs in changing patterns of health are explored. Wellness promotion and facilitation related to families, the maternal client, developing fetus, the neonate and issues of women's health receive focus. Principles from pharmacology, nutrition, mental health and the value and ethics of professional nursing are integrated with theoretical concepts. This course provides an opportunity for the student to supplement knowledge with independent study and use findings from the nursing and related literatures as they relate to selected areas of the childbearing process. Emphasis upon critical thinking and communication guides the student as they seek personal and professional growth while exploring this area of nursing. In the event that the student is not successful in either the classroom based course or the corresponding clinical lab, both courses must be repeated concurrently.

NURSING CARE OF WOMEN AND THE CHILDBEARING FAMILY CLINICAL LAB
The focus of this laboratory experience is on application theoretical nursing concepts to individual and family systems with multiple, complex changing patterns of unmet needs in the area of women's health and childbearing family nursing. Using cognitive, affective and psychomotor skills, students implement evidence based nursing care for clients in a variety of acute and community based settings. In the unlikely event the student is unsuccessful in either the classroom based course or the corresponding clinical lab, both courses must be repeated concurrently.

PHARMACOTHERAPEUTICS II
This course provides students with basic concepts and processes of patient responses to drug therapy across the lifespan. Critical thinking, communication, and the nursing process are used to understand patient's responses to these drugs. Emphasis is on the knowledge necessary for the safe administration of these drugs. Focus is placed on expected physiological response to pharmacotherapeutic intervention, common interactions, adverse reactions and the patient's needs for drug information.

ADULT HEALTH NURSING II
This course is sequential and builds on the learning experiences in Adult Health Nursing I and Adult Health Nursing I Clinical Lab. The core of this course is the theoretical and empirical bases for evidence-based professional nursing with individuals and families with changing health patterns. Patient responses to alteration in body systems are the primary focus. Principles from pathophysiology, nutrition, mental health, health assessment and ethics of professional nursing are integrated with theoretical concepts using a nursing process approach. In the unlikely event the student is unsuccessful in either Adult Health Nursing II or Adult Health Nursing II Clinical Lab, both courses must be repeated concurrently.

ADULT HEALTH NURSING II CLINICAL LAB
This course provides the student the opportunity to apply the theoretical and empirical foundations from Adult Health Nursing II, in evidence-based professional nursing practice with patients in an acute adult health care setting. The student uses the nursing process to assist patients and their families with their responses to multiple, complex, changing health patterns. Students are expected to implement critical thinking and communication as they use cognitive, affective and psychomotor skills to assist patients. In the unlikely event the student is unsuccessful in either Adult Health Nursing II or Health Nursing II Clinical Lab, both courses must be repeated concurrently.

PSYCHIATRIC AND MENTAL HEALTH NURSING II
This theoretical course builds on the content from Psychiatric and Mental Health Nursing I and provides the nurse as a caregiver with descriptions of biopsychosocial behavioral patterns resulting from selected alterations in patterns of mental health within an individual and/or family. The physiological role of neurotransmitters, genetic and environmental influences on human behavior and mental health is also highlighted. Content related to psychophysiological disorders and their impact on stress, adaptation, and subsequent individual responses are discussed. Pharamacotherapeutics, communication strategies, and outcome oriented nursing intervention specific to each clinical condition are addressed. Ethical considerations for the individual hospitalized in a psychiatric facility are identified. The significant importance of critical thinking, self-awareness, value clarification, and continued personal growth of the nurse is emphasized. Psychiatric and Mental Health Nursing II must be taken concurrent with Psychiatric and Mental Health Nursing Clinical Lab. In the unlikely event that a student is not successful in either the theoretical course or the corresponding clinical lab, both the theoretical course and the clinical lab must be repeated concurrently.

PSYCHIATRIC AND MENTAL HEALTH NURSING II CLINICAL LAB
This off-campus clinical practicum allows the student to use self-awareness, critical thinking, affective elements of warmth, empathy, genuineness, communication strategies and evidence based therapeutic nursing intervention as a framework for the integration and application of Psychiatric and Mental Health Nursing II content. The nurse as a caregiver interacts with clients having altered patterns of mental health in a variety of community psychiatric clinical settings. This course must be taken concurrently with Psychiatric and Mental Health Nursing II. In the unlikely event that a student is not successful in either the theoretical course or the corresponding clinical lab, both the theoretical course and the clinical lab must be repeated concurrently.

PHARMACOTHERAPEUTICS III
This course provides students with basic concepts and processes of patient responses to drug therapy across the lifespan. Critical thinking, communication and the nursing process are used to understand patient's responses to these drugs. Emphasis is on the knowledge necessary for the safe administration of these drugs. Focus is placed on expected physiological response to pharmacotherapeutic intervention, common interactions, adverse reactions and the patient's needs for drug information.

NURSING TRANSITIONS
This course is designed to assist the advanced placement RN student in making the transition from educational experiences from an associate degree or hospital diploma program to the evidence based practice of baccalaureate nursing education. The values and ethics of professional nursing as based on theoretical and empirical knowledge from the natural and behavioral sciences, the humanities, and nursing receive focus. The roles of the professional nurse as teacher, caregiver, researcher and leader are related to the nursing and client systems. The student explores the influence of the physical, psychological, spiritual, and social systems and other environmental forces on the health of client systems. Critical thinking, information technology and therapeutic communication skills, as well as progress toward professional and personal growth are emphasized.

(WI) COMMUNITY HEALTH NURSING FOR THE PUBLIC'S HEALTH
This course provides a theoretical and empirical foundation for the practice of evidence-based community/public health nursing, using critical thinking to focus on health and wellness promotion and disease prevention. Students study the history of community health nursing and external influences of the health care macrosystem on the delivery of community health nursing services. Learning experiences address the ethical issues in health care resource allocation, nursing opportunities for response to the needs of vulnerable aggregates, national models for community health enhancement, effective approaches to families at risk and community health nursing roles and functions. The student gains an understanding of the effects of the environmental influences on changing patterns of health and learns to prioritize effective therapeutic interventions to health crises at the community, regional, national and global level.

COMMUNITY HEALTH NURSING CLINICAL LAB
This course provides the student the opportunity to apply the theoretical and empirical foundations from Community Nursing for the Public's Health in evidence-based community nursing practice with an aggregate at risk in an assigned community health clinical site. The student learns how to conduct a community assessment. Emphasis is placed on effectiveness in health teaching and developing communication skills necessary for effective trans-cultural nursing. In the unlikely event that the student is not successful in either the theoretical course or the corresponding clinical lab, both the theoretical course and the clinical lab must be repeated concurrently.

CHILD HEALTH NURSING
This course presents theoretical nursing concepts related to the nursing care of children and their families. Using a nursing process approach, the student assesses children's needs from each developmental level and plans nursing care according to those needs. Child health is viewed in relation to unmet needs or disequilibruim in all body systems, and in relation to the child's environment including the family, and the family's cultural and economic values and needs. Principles from pharmacology, nutrition, mental health, and ethics of professional nursing are integrated with the theoretical concepts. Theories of teaching and learning and their application for teaching children at various developmental levels and their families about wellness, health maintenance, and management of disease are applied in the planning, implementation and evaluation of care of children and their families. In the unlikely event that a student is not successful in either the theoretical course or the corresponding clinical lab, both the theoretical course and the clinical lab must be repeated concurrently.

CHILD HEALTH NURSING CLINICAL LAB
This course provides opportunities to use the nursing process in providing individualized care congruent with age, stage of growth and development and health status. Provides a basis for professional nursing practice in child health care environments. The purpose of the clinical experience is to guide students in the use of the nursing process while providing health care to culturally diverse children in a variety of settings, such as hospitals, clinics, schools, Headstart, Boys and Girls Clubs, specialty day care, facilities for children with special needs and in the home. The focus is on the child in the context of the family, the immediate environment and the larger community. The completion of the course requires the students to use concepts of communication, critical thinking, nursing and related theories (I.e. developmental theories), therapeutic interventions, values, ethics and professional behaviors. In the unlikely event that the student is not successful in either the classroom based course or the corresponding clinical lab, both the classroom based course and the clinical lab must be repeated concurrently.

COMMUNITY HEALTH POLICY
In this course the student explores community health policy and the processes of community health education and health policy development. The student examines ethical considerations, the political process and legislative concepts and processes including nursing's role in affecting policy. The student is encouraged to apply critical thinking, make independent decisions, and relate sociopolitical theories to collaboration with other professionals, families and community groups.

(WI) NURSING LEADERSHIP
Theoretical aspects of leadership and management in nursing are approached through the role behaviors of the nurse as caregiver coordinator, leader, teacher, researcher and change agent. Content focus is on internal and external restrictions of environmental organizational structures and upon the strengths provided by that structure for clinical practice by the nurse generalist. Concepts of law and legal implications in professional nursing are examined. Implications of social and political forces in the external environment in nursing practice receive focus. The student is expected to use previously gained knowledge from the natural and behavioral sciences, the humanities, and nursing in accountability and responsibility of the professional nurse in delivery of care to client systems. The student explores the use of leadership principles in coordinating efforts of client and nursing systems, and members of the health care system for promotion and maintenance of optimum health. In the unlikely event that a student is not successful in either the classroom based course or the corresponding clinical lab, both the classroom-based course and the clinical lab must be repeated concurrently.

NURSING LEADERSHIP CLINICAL LAB
Using critical thinking and communication strategies, the student assumes the role of leader and change agent in coordinating the activities of a nursing system in a clinical or community setting. Evaluation of therapeutic nursing interventions delivered to groups of clients by the student and agency staff receives focus. The four roles of the professional nurse (teacher, caregiver, researcher, leader) in the health care delivery system are explored to enhance the student's personal and professional growth. Leadership behaviors including assessment of needs and resources, delegation of responsibility and evaluation of performance are demonstrated as students explore the dynamic psychological, physical, spiritual and social health dimensions of the client and nursing systems. In the unlikely event that a student is not successful in either the classroom based course or the corresponding clinical lab, both the classroom based course and the clinical lab must be repeated concurrently.

NURSING CAPSTONE SEMINAR
This course explores the ethical dilemmas and professional issues of concern to nursing. The student incorporates previously gained knowledge from the natural and behavioral sciences, the humanities, and prerequisite nursing courses to examine the impact of ethical, social, economic, legal, and political forces on clients in the health care system.
INDEPENDENT STUDY
This course is designed to allow the individual student to explore an issue of importance to professional nursing in depth. The student identifies the area of concentration and explores the existing nursing literature, related literature, and other resources (such as expert nursing leaders, authorities in the community, and population groups).

SPECIAL TOPICS IN NURSING
These course (s) are designed to allow groups of students to explore a broad range of topics in nursing that include, but are not limited to historical, sociological and political influences in the development of professional nursing. May also include special courses in clinical reasoning, NCLEX-RN review, gerontology, pediatrics, and women's health.

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